U.S. patent application number 12/705960 was filed with the patent office on 2010-06-10 for driver safety program based on behavioral profiling.
This patent application is currently assigned to Gold Cross Benefits Corporation. Invention is credited to Daniel P. Lankteee.
Application Number | 20100143872 12/705960 |
Document ID | / |
Family ID | 42231482 |
Filed Date | 2010-06-10 |
United States Patent
Application |
20100143872 |
Kind Code |
A1 |
Lankteee; Daniel P. |
June 10, 2010 |
DRIVER SAFETY PROGRAM BASED ON BEHAVIORAL PROFILING
Abstract
A computer system is configured to administer a psychological
profiling test to a participant in a driver education program, or
receive such profile from another source; to determine the
participant's psychological profile. The system then selects a
driver education program for the participant based on the profile.
The system also selects a method of delivering the curriculum to
the participant based on the profile. The system further selects a
method of testing the participant's comprehension and retention of
the curriculum material, also based on the profile. The system
delivers the selected curriculum to the participant using the
selected delivery method, verifies attendance or participation, and
tests the participant's comprehension and retention of the
curriculum material using the selected testing method.
Inventors: |
Lankteee; Daniel P.;
(Boonton Township, NJ) |
Correspondence
Address: |
ANATOLY S. WEISER
3525 DEL MAR HEIGHTS ROAD, #295
SAN DIEGO
CA
92130
US
|
Assignee: |
Gold Cross Benefits
Corporation
Boonton Township
NJ
|
Family ID: |
42231482 |
Appl. No.: |
12/705960 |
Filed: |
February 15, 2010 |
Related U.S. Patent Documents
|
|
|
|
|
|
Application
Number |
Filing Date |
Patent Number |
|
|
11221027 |
Sep 6, 2005 |
7695282 |
|
|
12705960 |
|
|
|
|
60607021 |
Sep 3, 2004 |
|
|
|
61152388 |
Feb 13, 2009 |
|
|
|
Current U.S.
Class: |
434/65 |
Current CPC
Class: |
G09B 19/167
20130101 |
Class at
Publication: |
434/65 |
International
Class: |
G09B 9/04 20060101
G09B009/04 |
Claims
1. A computer-implemented driver training program method for
improving driving skills and behaviors of a participant, the method
comprising steps of obtaining by a computer a psychological profile
of the participant; analyzing by the computer the psychological
profile of the participant to select from a plurality of driver
education curricula a selected driver education curriculum for the
participant; and delivering the selected driver education
curriculum to the participant.
2. The computer-implemented driver training program method of claim
1, wherein the step of obtaining comprises receiving by the
computer the psychological profile of the participant.
3. The computer-implemented driver training program method of claim
1, wherein the step of obtaining comprises administering by the
computer to the participant a psychological profiling test to
obtain the psychological profile of the participant.
4. The computer-implemented driver training program method of claim
3, further comprising: analyzing by the computer the psychological
profile of the participant to select from a plurality of delivery
methods a selected delivery method for delivery to the participant
of the driver education curriculum; wherein the step of delivering
is performed using the selected delivery method.
5. The computer-implemented driver training program method of claim
4, further comprising: analyzing by the computer the psychological
profile of the participant to select from a plurality of testing
methods a selected testing method for testing comprehension and
retention by the participant of material of the selected
curriculum; and testing by the computer the comprehension and
retention by the participant of the material of the selected
curriculum using the selected testing method.
6. The computer-implemented driver training program method of claim
5, wherein the step of administering is performed so that the
psychological profile is a
Dominance/Influence/Steadiness/Consciousness (DISC) profile.
7. The computer-implemented driver training program method of claim
5, wherein the step of administering is performed so that the
psychological profile is a COLORS profile.
8. The computer-implemented driver training program method of claim
5, wherein the step of administering is performed so that the
psychological profile is a Wilson Learning Systems profile.
9. The computer-implemented driver training program method of claim
5, wherein the step of administering is performed so that the
psychological profile is a Myers-Briggs Type Indicator profile.
10. The computer-implemented driver training program method of
claim 5, wherein the step of delivering is performed by the
computer through a network.
11. The computer-implemented driver training program method of
claim 5, wherein the step of delivering is performed by the
computer directly.
12. The computer-implemented driver training program method of
claim 5, wherein the step of analyzing by the computer the
psychological profile of the participant to select from the
plurality of driver education curricula comprises: analyzing the
psychological profile to select from a plurality of driver
education topics one or more selected driver education topics; and
for each driver education topic from the one or more selected
driver education topics, analyzing the psychological profile to
select from a plurality of courses associated with said each driver
education topic a selected course.
13. The computer-implemented driver training program method of
claim 5, wherein the psychological profile comprises a primary
psychological trait, and wherein the step of analyzing by the
computer the psychological profile of the participant to select
from the plurality of driver education curricula comprises:
analyzing the psychological profile to select from a plurality of
driver education topics one or more selected driver education
topics; and for each driver education topic from the one or more
selected driver education topics, determining from a plurality of
courses associated with said each driver education topic a selected
course, wherein the selected course corresponds uniquely to the
selected driver education topic and to the primary psychological
trait.
14. The computer-implemented driver training program method of
claim 5, wherein the psychological profile comprises a primary
psychological trait, and wherein the step of analyzing by the
computer the psychological profile of the participant to select
from the plurality of driver education curricula comprises:
selecting from a table a course corresponding to the primary
psychological trait.
15. The computer-implemented driver training program method of
claim 5, further comprising: supplementing the psychological
profile with additional information before the steps of (1)
analyzing by the computer the psychological profile of the
participant to select from the plurality of driver education
curricula, (2) analyzing by the computer the psychological profile
of the participant to select from the plurality of delivery
methods, and (3) analyzing by the computer the psychological
profile of the participant to select from the plurality of testing
methods.
16. The computer-implemented driver training program method of
claim 15, further comprising: performing by the computer hazard
recognition testing of the participant to obtain hazard recognition
test results; wherein: the step of administering is performed so
that the psychological profile is selected from a group consisting
of Dominance/Influence/Steadiness/Consciousness (DISC) profile, a
COLORS profile, a Wilson Learning Systems profile, and a
Myers-Briggs Type Indicator profile; and the additional information
comprises the hazard recognition test results, and the step of
analyzing by the computer the psychological profile of the
participant to select from the plurality of driver education
curricula is based at least in part on the hazard recognition test
results.
17. The computer-implemented driver training program method of
claim 16, wherein the psychological profile comprises a primary
psychological trait, and wherein the step of analyzing by the
computer the psychological profile of the participant to select
from the plurality of driver education curricula comprises:
selecting from a plurality of driver education topics one or more
selected driver education topics based on the hazard recognition
test results; and for each driver education topic from the one or
more selected driver education topics, determining from a plurality
of courses associated with said each driver education topic a
selected course, wherein the selected course corresponds to the
primary psychological trait and to said each driver education
topic.
18. The computer-implemented driver training program method of
claim 15, further comprising: obtaining by the computer real-life
driving data of the participant; wherein the step of administering
is performed so that the psychological profile is based in part on
the real-life driving data of the participant; and the
psychological profile is selected from a group consisting of
Dominance/Influence/Steadiness/Consciousness (DISC) profile, a
COLORS profile, a Wilson Learning Systems profile, and a
Myers-Briggs Type Indicator profile.
19. A computer system comprising a processor configured to cause
the computer system to perform a driver training program method for
improving driving skills and behaviors of a participant, the method
comprising steps of: obtaining by the computer system a
psychological profile of the participant; analyzing by the computer
system the psychological profile of the participant to select from
a plurality of driver education curricula a selected driver
education curriculum for the participant; and delivering by the
computer system the selected driver education curriculum to the
participant.
20. An article of manufacture comprising a machine-readable memory
storing instructions, wherein, when the instructions are executed
by a processor of a computer system, the instructions configure the
processor to cause the computer system to perform a driver training
program method for improving driving skills and behaviors of a
participant, the method comprising steps of: obtaining by the
computer system a psychological profile of the participant;
analyzing by the computer system the psychological profile of the
participant to select from a plurality of driver education
curricula a selected driver education curriculum for the
participant; and delivering by the computer system the selected
driver education curriculum to the participant.
Description
REFERENCE TO RELATED PATENT APPLICATION
[0001] The present application is a continuation-in-part and claims
priority benefit of U.S. patent application Ser. No. 11/221,027,
entitled DRIVER SAFETY PROGRAM, filed Sep. 6, 2005; which claims
priority of provisional U.S. Patent Application Ser. No.
60/607,021, entitled MANAGERS DRIVER SAFETY OBSERVATION PROGRAM,
filed on Sep. 3, 2004; the present application also claims priority
of provisional U.S. Patent Application Ser. No. 61/152,388,
entitled The Gold Cross Interactive Driver Behavioral Combined
Assessment, Analysis and Training System, filed Feb. 13, 2009. Each
Of the above-referenced patent applications is hereby incorporated
by reference in its entirety as if fully set forth herein,
including all figures, tables, and claims.
COPYRIGHT NOTICE
[0002] A portion of the disclosure of this patent document may
contain material which is subject to copyright protection. The
copyright owner has no objection to the facsimile reproduction by
anyone of the patent document or the patent disclosure, as it
appears in the Patent and Trademark Office patent file or records,
but otherwise reserves all copyright rights whatsoever.
FIELD OF THE INVENTION
[0003] This invention relates generally to the field of driver
safety and training programs. More particularly, the invention
relates to customizable driver safety programs.
BACKGROUND
[0004] For an employer, traffic accidents result in increased costs
of conducting business. The costs of accidents include legal fees
and settlements; workers' compensation, health, and vehicle
insurance; and employees' time off work. Many of these costs,
particularly costs of insurance, have being increasing at a rate
faster than the rate of consumer price inflation. Yet driving often
is an indispensable part of conducting business. This is
particularly true for companies with representatives, salespersons,
service personnel, and delivery personnel, who need to visit
existing and potential customers on a regular basis. In order to
reduce accident costs, many companies that need employees to drive
regularly on company business implement driver safety and training
programs.
[0005] Conventional driver safety programs typically employ
preselected online training and "commentary drives" in which a
manager (1) rides with an employee who drives one or more company
vehicles (for example, cars, vans, or trucks), and (2) evaluates
and critiques the employee's actions behind the wheel in a number
of specific categories, such as vehicle spacing (tailgating), use
of directional signals, seat belt use, observation of traffic
control devices, and similar driving behavior. The manager
instructs the employee-driver as to the proper methodologies for
these categories during the commentary drive; the manager may also
provide a written and/or verbal report to the employee-driver, to
the company, or both. Conventional driver safety programs may also
include presentation of an educational a curriculum, such as a
video presentation, written presentation, and/or computer-generated
presentation.
[0006] The conventional driver safety programs suffer from several
drawbacks. First, most managers receive limited, if any, training
in evaluating and correcting driving habits of employees. For
example, the training may be limited to reading a short pamphlet or
attending a course of rather limited scope. Such training may not
properly prepare the manager to educate the employee regarding
proper driving habits, techniques, and laws.
[0007] Second, the manager has other duties--e.g., sales
performance management--which the manager probably considers to be
his or her primary job responsibility. While such assessment of the
relative importance of the various duties by the manager may be
correct, it is likely to lead the manager to place insufficient
emphasis on the driver training of the employees supervised by the
manager.
[0008] Third, during the commentary drive the manager's attention
may be diverted to a new problem before the manager fully addresses
a previous problem. The manager may thus neglect to provide an
adequate explanation of how to correct the previously-identified
driver problem.
[0009] Fourth, the corrective effect of the commentary provided
during the commentary drive may be both weak and short-lived,
because both the employee-driver and the manager are preoccupied
with other tasks and discussions during the drive. The attention of
the employee-driver is necessarily divided between (1) actual
driving, and (2) absorbing and responding to the comments provided
by the manager. Similarly, the manager's attention may also be
divided between (1) evaluating the actual driving of the
employee-driver, (2) commenting on the observed problem driving
behavior, and (3) taking written notes for a report. Such
"multitasking" interferes with proper instructions by the manager,
and with learning and retention of the learned material by the
employee-driver.
[0010] Fifth, the manager may not be aware of information that, if
it were known to the manager, would affect the manager's evaluation
and the commentary provided to the employee-driver. For example,
the manager may not be aware of the health status and typical
driving patterns of the employee-driver, and of the mechanical
state of the vehicle used during the commentary drive. For example,
the manager may not be aware that the employee-driver requires
corrective lenses for driving, or that the employee-driver takes
medications that induce drowsiness. Because the employee-driver is
likely to be on his or her best driving behavior during the
commentary drive, the manager may also not become aware that the
employee-driver has formed unsafe or otherwise undesirable driving
habits, such as hard acceleration and braking, or excessive speed
in turns. Similarly, the manager may not be aware that the employee
does not schedule his or her daily appointments in a preferred
sequence. (Generally, the first appointment of the day should be
geographically farthest from home or office location of the
employee-driver.)
[0011] Sixth, after evaluating the employee-driver and commenting
on the drive, typically very little additional training takes
place; and if additional training does take place, it is usually
generalized training, not specifically targeted to correct the
problem driving behavior that the manager noticed in the course of
the commentary drive, or the problem driving behavior exhibited by
the employee-driver at other times.
[0012] Seventh, the curriculum is generally uniform for all
participants, regardless of person-to-person variations in
attitude, ability, and other individual behavioral and
psychological factors.
[0013] These shortcomings pose potential risk management and
organizational liability problems, and may cause decreased employee
performance.
SUMMARY
[0014] A need thus exists for improved methods, systems, and
articles of manufacture for individualized selection of driver
education programs, individualized delivery of driver education
programs, and individualized testing for comprehension and
retention of driver education program materials.
[0015] Embodiments disclosed herein may address the above stated
need by providing apparatus, methods, and articles of manufacture
implementing a driver training program for improving driving skills
and behaviors of participants. In accordance with an embodiment, a
participant is subjected to psychological profiling. The results of
the psychological profiling (i.e., the resulting psychological
profile) are stored. A specific curriculum is then selected for the
participant based at least in part on the psychological profile and
possibly on certain additional information regarding the
participant. In variants, the curriculum is optimized according to
one or more of the specific psychological traits of the participant
so that retention of the curriculum is improved and modification of
the participant's driving behavior in accordance with the
curriculum (for safer driving) becomes more probable. Similarly, a
method for delivering the selected curriculum may be selected based
at least in part on the psychological profile, to improve retention
and behavioral modification. Further, testing of the participant's
retention of the curriculum materials may also be selected based at
least in part on the psychological profile.
[0016] In embodiments, a computer-implemented driver training
program method for improving driving skills and behaviors of a
participant includes obtaining by a computer a psychological
profile of the participant. The method also includes analyzing by
the computer the psychological profile of the participant to select
from a plurality of driver education curricula a selected driver
education curriculum for the participant. The method further
includes delivering the selected driver education curriculum to the
participant. The step of obtaining may include receiving by the
computer the psychological profile of the participant, and/or
administering by the computer to the participant a psychological
profiling test to obtain the psychological profile of the
participant.
[0017] The method may also include analyzing by the computer the
psychological profile of the participant to select from a plurality
of delivery methods a selected delivery method for delivery to the
participant of the driver education curriculum, so that the step of
delivering may be performed using the selected delivery method.
[0018] The method may also include analyzing by the computer the
psychological profile of the participant to select from a plurality
of testing methods a selected testing method for testing
comprehension and retention by the participant of material of the
selected curriculum, so that testing may he performed using the
selected testing method.
[0019] The psychological profile may be a
Dominance/Influence/Steadiness/Consciousness (DISC) profile, a
COLORS profile, a Wilson Learning Systems profile, or a
Myers-Briggs Type Indicator profile. Other profiling techniques are
not excluded.
[0020] The delivery of the curriculum may be done directly to the
participant at the computer system, or through a network.
[0021] The step of analyzing by the computer the psychological
profile of the participant to select from the plurality of driver
education curricula may include analyzing the psychological profile
to select from a plurality of driver education topics one or more
selected driver education topics, and, for each driver education
topic from the one or more selected driver education topics,
analyzing the psychological profile to select from a plurality of
courses associated with each driver education topic a selected
course.
[0022] The psychological profile may include a primary
psychological trait. The step of analyzing by the computer the
psychological profile of the participant to select from the
plurality of driver education curricula may include analyzing the
psychological profile to select from a plurality of driver
education topics one or more selected driver education topics.
Then, for each driver education topic from the one or more selected
driver education topics, the step may include determining from a
plurality of courses associated with each driver education topic a
selected course. The selected course may correspond uniquely to the
selected driver education topic and to the primary psychological
trait.
[0023] In embodiments, the psychological profile is supplemented
with additional information before the steps of analyzing.
[0024] In embodiments, the method also includes performing by the
computer hazard recognition testing of the participant to obtain
hazard recognition test results, and the selected curriculum is
based on the hazard recognition test results.
[0025] In embodiments, the method also includes obtaining by the
computer real-life driving data of the participant, and performing
the step of administering the psychological profiling test so that
the psychological profile is based in part on the real-life driving
data of the participant.
[0026] In embodiments, a computer system includes a processor
configured to cause the computer system to perform driver training
program methods described above.
[0027] In embodiments, an article of manufacture includes a
machine-readable memory storing instructions. When the instructions
are executed by a processor of a computer system, the instructions
configure the processor to cause the computer system to perform
driver training program methods described above.
[0028] These and other features and aspects of the invention will
be better understood with reference to the following description,
drawings, and the appended claims.
BRIEF DESCRIPTION OF THE FIGURES
[0029] FIG. 1 illustrates selected steps of a driver education
method;
[0030] FIG. 2 illustrates selected aspects of a database containing
a table listing driver education courses and corresponding primary
psychological traits; and
[0031] FIG. 3 illustrates in a simplified block diagram manner a
computer-based system configured in accordance with selected
aspects of driver education methods described in this document.
DETAILED DESCRIPTION
[0032] In this document, including the specification and appended
claims, the words "embodiment" and "variant," as well as similar
expressions, refer to particular apparatus, process, or article of
manufacture, and not necessarily to the same apparatus, process, or
article of manufacture. Thus, "an embodiment," "one embodiment,"
"some embodiments" or a similar expression used in one place or
context can refer to a particular apparatus, process, article of
manufacture, or a plurality thereof; the same or a similar
expression in a different place can refer to the same or a
different apparatus, process, article of manufacture, or a
plurality thereof. The expressions "alternative embodiment,"
"alternatively," and similar phrases are used to indicate one of a
number of different possible embodiments. The number of possible
embodiments is not necessarily limited to two or any other
quantity.
[0033] The words "couple," "connect," "attach," and similar
expressions with their inflectional morphemes do not necessarily
import an immediate or direct connection, but include connections
through mediate elements within their meaning.
[0034] An "expert system" is a computing machine executing
instructions of a computer program or set of programs that contain
a body of knowledge about a particular domain, and a set of rules
for the application of this knowledge to specific problems.
[0035] The word "company" and similar expressions refer to any kind
of business entity or other organization, including municipal
organizations and the general public, that uses a driving training
program to improve driving skills and behaviors of persons
associated with (e.g., working for) the organization, including
sole proprietorships, general and limited partnerships,
corporations, limited liability companies, limited liability
partnerships, or any other kind of organization. It should be noted
that the invention is not necessarily limited to embodiments
administered for the benefit of a specific business entity.
[0036] "Driver improvement program," "driver education program,"
"driver training program," "driver improvement program" and similar
expressions refer to programs for enhancing driving skills and
behaviors of persons.
[0037] The expression "employee-driver" and the word "participant"
may be used interchangeably to refer to a person participating in a
driver training program for the purpose of improving driver skills
and behaviors of the person. It should be noted that the invention
is not necessarily limited to embodiments used in the context of an
employee-employer relationship.
[0038] "Actual driving information" and "actual driving pattern"
refer to information regarding actual driving obtained through
automated means during actual driving by a participant, for
example, using a global positioning system and/or vehicle computer
with various sensors installed in the participant's vehicle.
[0039] Other definitions may be found elsewhere in this document.
The scope and spirit of the invention should not be construed as
strictly limited to these definitions, or to the specific examples
mentioned herein.
[0040] Reference will now be made in detail to one or more
embodiments of the invention that are illustrated in the
accompanying drawings. Same or similar reference numerals may be
used in the drawings and the description to refer to the same
apparatus elements and method steps. The drawings are in simplified
form, not to scale, and omit apparatus elements and method steps
that can be added to the described systems and methods, while
including certain optional elements and steps.
[0041] Features of the present invention may be implemented in the
Gold Cross Manager's Observation Program of the assignee of the
invention. Some of these features may be described below, but the
description may go beyond what is available in the program.
[0042] The program materials may include audio, video, computer
graphics, and/or other presentation modes for driver training
specific to a corporate or other driver safety policy. Various
technological platforms may be used for delivery, including
platforms capable of delivery over a network (the Internet, an
intranet, an extranet or any other kind of public or private
network) and various multimedia delivery methods, including
iPod.RTM. delivery (and delivery through similar devices), iPad.TM.
delivery (and delivery through similar devices), telephone and cell
phone delivery (and delivery through similar devices), delivery
through other telematic devices, CD/DVD presentations, and
presentations stored on other memory devices, for example,
presentations stored in magnetic disk drives and flash memories.
The presentations may be delivered using a single delivery method
(e.g., delivery of all materials over the Internet) or using a
combination of different delivery methods (e.g., delivery of
materials over the Internet and from a local CD/DVD drive). The
presentations may be delivered over wired connections, wireless
connections, or combinations of wired and wireless connections. The
participant's psychological profile may affect the choice of
curriculum materials, choice of the presentation method, and/or the
choice and content of the testing offered to the participant.
[0043] FIG. 1 illustrates selected steps of a method for selecting
a curriculum for a participant, selecting a delivery method for the
participant's curriculum and delivering the curriculum to the
participant, and selecting and performing testing of the
participant subsequent to the delivery of at least some portion of
the curriculum. At flow point 101, a computer system is configured
and ready to perform the following steps.
[0044] In step 105, the system administers a psychological
profiling session to the participant. For example, the system
presents to the participant questions and receives corresponding
answers from the participant. It should be noted that here and
elsewhere in this document, the verb "present" and its various
inflectional morphemes signify exhibiting in any way, including
directly on a display of the computer systems that performs the
method steps, and over a network such as the Internet. The answers
may also be received directly by the system or over the network.
Presentation may be interactive.
[0045] The particular type of the psychological profiling may
differ in various embodiments. As described in the commonly-owned
U.S. patent application Ser. No. 11/221,027, the psychological
profiling can be "DISC" (Dominance/Influence/Steadiness/Compliance)
profiling. With DISC profiling, the primary psychological
(behavioral) trait of the participant is identified as Dominance,
Influence, Steadiness, or Compliance. One or more secondary
psychological traits can also be identified. For example, the
participant's psychological profile can be Dominance (primary); as
another example, the participant's psychological profile can be (1)
Dominance (primary) and (2) Steadiness (secondary). These are, of
course, specific examples; any other psychological trait can be
identified as a primary trait, and any one or more remaining traits
can be identified as secondary traits. (There can also be no
secondary trait identified, or a secondary trait can be ignored in
subsequent processing.)
[0046] In the DISC framework, the Dominance trait indicates
directness and decisiveness. Persons with Dominance as the primary
trait are generally strong-willed, strong-minded people who like
accepting challenges, taking action, and getting immediate results.
They are extroverts, doers, agents of change, risk takers,
fast-paced, task/result oriented; they tend to make quick
decisions, "tell it like it is," and want bottom line direct
answers.
[0047] The Influence trait indicates optimistic and outgoing
personality. Persons with Influence as the primary trait are
generally "people people" who like participating on teams, sharing
ideas, and energizing and entertaining others. They are expressive,
extroverted, enthusiastic, fast-paced, gregarious, optimistic. They
tend to like attention and social recognition.
[0048] The Steadiness trait indicates sympathetic and cooperative,
optimistic personality. Persons with Steadiness as the primary
trait are generally good listeners, they like working behind the
scenes, performing in consistent and predictable ways, being
helpful. They are calm, patient, diplomatic. They tend to resist
change.
[0049] The Consciousness (a k a Compliance) trait indicates
cautious, analytical, introverted personality. Persons with this
primary trait are generally sticklers for quality and like planning
ahead, employing systematic approaches, and checking and
re-checking for accuracy. They pay attention to detail, avoid risk
taking, follow rules. They tend to be quality focused, accurate,
precise.
[0050] Additional information regarding DISC can be obtained from
various sources, including the 36-page NPL document filed on Aug.
16, 2009, in the commonly-owned U.S. patent application Ser. No.
11/221,027, which NPL document is hereby incorporated by reference
in its entirety.
[0051] The DISC profiling is not the only kind of psychological
profiling that can be administered in the step 105. Other exemplary
psychological profiling techniques include COLORS, Wilson Learning
Systems, and Myers-Briggs Type Indicator (MBTI).
[0052] The COLORS profiling technique identifies four personality
types, for example, Red (or Orange), Blue, Green, and Yellow (or
Gold). Each represents a different kind of personality. More
information on this profiling method may be found, for example, at
http://www.truecolorstest.com/index.htm.
[0053] The Wilson Learning System identifies these four personality
types: Amiable, Analytical, Driver, and Expressive. More
information on this profiling method may be found, for example, at
http://wilsonlearning.com/capabilities/sem/social_styles/.
[0054] The MBTI system classifies people as having one of two
possible traits in each of four categories: (1) Extroverted or
Introverted, (2) Sensing or Intuitive, (3) Thinking or Feeling, and
(4) Judging or Perceiving. More information on this profiling
method may be found, for example, at http://myersbriggs.org/.
[0055] Other psychological/behavioral personality profiling
techniques and combinations and modifications of different
psychological/behavioral personality profiling techniques may be
used as well.
[0056] Advantageously, the psychological profile may be based in
part on real-life driving habits of the participant. For example, a
vehicle computer connected to appropriate sensors (for example,
acceleration/braking sensors, speed sensors, cornering "g-forces"
sensors, proximity to other car sensors) may be installed in the
vehicle of the participant, either alone or in combination with a
global positioning system. The computer can then log acceleration,
braking, absolute speed, cornering forces, and distance to the car
in front data for subsequent use in determining the participant's
psychological profile and/or selecting a driver education
curriculum together with delivery and testing methods. Driving
patterns of the employee-driver in the course of a normal day may
then be revealed and analyzed as part of the total assessment of
his or her psychological profile. For example, relatively (to other
drivers in similar vehicles) high acceleration and braking forces
in conjunction with relatively short following distance may confirm
a Dominance trait when a distinction needs to be made between DISC
Dominance and DISC Influence in a close case.
[0057] In step 110, after the psychological profile of the
participant is determined, the profile may be supplemented by
additional information regarding the participant. The additional
information may include, for example, driving experience (years and
or miles), geographic location, age, results of vision and/or
hearing screening, disabilities, other medical information,
language, driving record, type of vehicle operated, drug
(prescription and/or recreational) use, and results of hazard
recognition testing. Hazard recognition testing may include
computerized audiovisual or visual presentation that requires the
participant to recognize and identify driving hazards in dangerous
conditions, and show avoidance techniques. For example, the
computer system may present on a screen a driver's view from a
moving vehicle, and ask the participant to identify potential
hazards such as pedestrians/children walking off the curb, getting
out of a car, and to click on the recognized hazards. The
participant can be scored on recognition of the hazards (recognized
or not recognized, percentage of recognized hazards) and the time
that it takes the participant to recognize each hazard.
[0058] The additional information may also include the observation
drive information, real-life driving and other information
described (in the context of determining a driver training program
curriculum for the participant) in the commonly-owned U.S. patent
application Ser. No. 11/221,027.
[0059] In step 115, the psychological profile (supplemented with
the additional information, if applicable) is processed or analyzed
by the system to determine an appropriate driver education
curriculum, that is, an appropriate selection of driver training
course(s). This is done at least in part by finding a best match to
the psychological profile in a database of behavioral traits. The
database may contain a list of driver education courses, each
course characterized by weights applicable to the different traits.
For example, a course can have four weights, one per DISC trait. A
total "value" of the course for the participant can be determined
by adding the weight corresponding to the primary psychological
trait of the participant to a product of the weight corresponding
to the secondary psychological trait of the participant times some
discount factor such as 0.5. Note that a separate set of weights
can be used for the secondary trait, thus avoiding the need for the
use of the discount factor and providing more flexibility through
independent assignment of the weights. For example, the set of
primary weights can be 4, 2, 0, 0 (for the DISC traits), while the
secondary weights can be 0.8, 0.6, 0.3, 0.1 (for the same DISC
traits in the same order). The course with the highest computed
value is then chosen for the participant, based on both the primary
and the secondary trait.
[0060] Alternatively or additionally, the database may contain a
table listing the courses by topic and their corresponding primary
psychological traits. FIG. 2 illustrates such a database in the
form of a table 200. In second from the left column, the different
topics appear. Here, only three topics are shown ((1) Tailgating
and Rear End Hits, (2) Lane and Space Violations, (3) Drowsy
Driving), but many more topics may be available. For example,
courses on the following topics may be available: Tailgating and
Rear End Hits; Speeding--The Results; Traffic Control Devices and
Intersections; Driver Impairment--Asphalt, Alcohol and Drugs; Lane
and Space Violations; Driver Inattention and Distractions (Cell
Phones, Texting and more); Stress, Choice and Driving Habits; Night
Driving and Circadian Factors; Drowsy Driving; Driver Attitude and
Behaviors; Special Equipment (Seatbelts, Airbags, Antilock Braking
System, Stability Control Systems); Rental Vehicles; Hotel
Security; The average ticket getter--Who gets tickets why and
when?; Vehicle Inspection, Use and Maintenance; Know it, don't blow
it--Emergency Actions; Avoiding Parking Lot Crashes; Drinking and
Driving; The effect of drugs on driving--both legal and illegal;
Keeping an escape route; Snow, Ice, Rain, Fog--Driving Facts; You
and big vehicles--trucks, camper, trailer, etc.; 12 Techniques to
reduce gas consumption; SMARTDRIVER highway travel; Reverse
(Backing Up); Avoiding Animal Collisions; Collisions while changing
lanes; Belts, bags and breaks; Vehicle systems, stability, traction
control, antilock breaks and more; Pay attention distractions are
deadly; Watch out for aggressive drivers; SMARTDRIVER business
travel; Setting your mirrors to avoid blind spots; Statistical
information that can save your life; The most important inches on
your vehicle--tire surfaces; Vehicle operation--the differences
(Car, SUV, Van, Truck, Trailer, Motor Home); and Telematics--Good
and Bad.
[0061] In FIG. 2, three different courses are available under the
topic Tailgating & Rear End Hits: TREH-1, TREH-2, and TREH-3.
The TREH-1 course may be associated with the Dominance and
Influence traits; in other words, TREH-1 would be selected for a
participant with the primary psychological trait of Dominance or
Influence when a course under the Tailgating topic is needed for
the participant. Similarly, for a participant with the Steadiness
primary psychological trait, the TREH-2 course would be selected,
and for a participant with the Consciousness primary trait, the
TREH-3 course would be selected. Under the topic Lane & Space
Violations, the LSV-1 course would be selected for a participant
with Dominance or Influence as the primary psychological trait, and
the LSV-2 course would be selected for a participant with the
Steadiness or Consciousness as the primary trait. Under the Drowsy
Driving, the DD-1 course would be selected for a participant with
the Dominance or Influence as the primary psychological trait, the
DD-2 course would be selected for a participant with the Steadiness
as the primary trait, and the DD-3 course would be selected for a
participant with the Consciousness as the primary trait. The system
may automatically select the appropriate course based on the
primary trait.
[0062] Taking the Drowsy Driving topic, for example, the three
courses (DD-1, DD-2, and DD-3) vary based on the psychological
profile (the resulting behavioral trails) of the participant. Each
course varies by the script content, length (time), and the number
of video based examples. In the different course curriculum, the
system may present just facts and/or facts and/or conclusions.
Based on the Dominance and Influence behavioral traits, for
example, the DD-1 course is developed to be straightforward and to
the point, without the detail that is presented in DD-2 or
DD-3.
[0063] The DD-2 course, in contrast, is presented in much more
detail and the curriculum is based on the script with additional
facts regarding and descriptions of drowsy driving. The script here
may be twice as long as that which is presented for DD-1. The
personality type with resulting behavioral trait of Steadiness will
thus achieve a higher level of comprehension and retention based on
a longer, more detailed presentation.
[0064] The DD-3 course may be similar to the DD-2 course, with yet
additional detail.
[0065] As will he discussed below, each course also varies by the
method of delivery of the course, including delivery of charts and
charts with supporting information, and in the method of testing
the participant to measure comprehension and retention of the
material.
[0066] It should be noted that the number of topics and the
specific topic selections can also be selected for a particular
participant based at least in part on the psychological profile of
the participant. For example, a participant with the Dominance
trait, the Tailgating and Speeding topics might be selected, while
the participants with Influence and Steadiness dominant traits
might be assigned Hotel Security and Drinking and Driving topics.
The selection/assignment of topics may be done in the manner
analogous to that described above for selection of the courses
within a particular topic, e.g., using a table of topic selections
for each primary trait. Thus, selection of the curriculum may
include the substeps of (1) selecting the topics and (2) selecting
the courses for each of the selected topics. In embodiments,
however, the selection of topics is not made based on the
psychological profile; for example, the same topics may be selected
regardless of the psychological profile, or the topic selection may
be based on other factors; the courses for each of the topics are
still selected based at least in part on the psychological
profile.
[0067] Returning now to FIG. 1, in step 120 the psychological
profile (supplemented with the additional information, if
applicable) is again processed or analyzed to determine appropriate
method(s) of delivery of the driver education curriculum. Note that
various courses may be delivered differently. For example, some
courses may be delivered as video feeds, others as audio
presentations, still others can be delivered as textual
presentations on a computer screen, which may be accompanied by
audio. Combinations of all these delivery techniques may be used as
well. In aspects, different methods of delivery may be selected for
different courses of the same curriculum selected for the same
participant. Moreover, portions of the same course may be delivered
in different ways, depending on the psychological profile. The
course materials may be interactive, and their presentation may be
performed by a computer, via a network (e.g., within a
client-server model), or from locally stored presentation data.
[0068] In step 125, the psychological profile (supplemented with
the additional information, if applicable) is again processed or
analyzed to determine appropriate method(s) of testing the
participant for knowledge of the selected curriculum. Here, the
testing may include, for example, multiple choice questions,
questions calling for a calculation to be entered by the
participant, questions calling for a narrative response. Based on
the psychological profile, the testing may be timed or not timed.
Timing may be limited for each individual question, for groups of
related or unrelated questions, or for all of the questions as a
single testing session.
[0069] In step 130, the selected curriculum is delivered using the
selected method(s) of delivery.
[0070] In step 135, attendance or participation of the participant
in the study of the curriculum is verified. Delivery and
verification may and generally are performed concurrently, although
this is not necessarily a requirement. A computer station may be
used for delivery of the curriculum and for concurrent verification
of attendance of the participant. For example, an applet may be
spawned to create a pop-up window periodically on the computer used
to deliver the curriculum, requiring the participant to perform
some function, such as a simple click, providing personal
information, or answering a question. The pop-up may appear
periodically or randomly, and a record of waiting times elapsed
between the pop-up's appearance and the participant's response may
be stored and analyzed to determine whether the participant has
actually completed each component of the driver training
curriculum. For example, a period exceeding a predetermined length
between the pop-up and the participant's required action may
indicate that the participant should be denied credit for all or
some portion of the curriculum. In addition to or instead of the
above method, a camera built into the system (e.g., notebook
computer camera) may record continually or continuously the
appearance of the space in front of the computer during training,
and the system may store and/or transmit the video or still
recording for subsequent analysis and confirmation of attendance.
The subsequent analysis and confirmation may be automated, for
example, based on computer facial recognition. Furthermore, the
system may ask the participant to make a voice response, and then
process the voice response through a voice recognition module to
verify presence of the participant by matching the voice response
to the previously-acquired voice sample of the participant.
[0071] The system records the participant's successful completion
of the driver training program for future reference.
[0072] In step 140, the participant's knowledge of the curriculum
is tested, using the selected method(s) of testing. In the context
of the Drowsy Driving courses discussed above, the test selected
for the participants with the Dominance and Influence primary
traits may include one self-correcting sample question, and ten
short, precise questions, with True/False answer options. The test
selected for the participants with the Steadiness primary trait may
include two sample to self-correcting questions, and fifteen
detailed True/False questions. The test selected for the
participants with the Consciousness primary trait may include five
sample, multiple choice self-correcting questions, and twenty
detailed multiple choice questions.
[0073] Upon completion of the above steps, the process 100
terminates at a flow point 199. The process can, of course, be
repeated as needed. In fact, if the testing indicates a need for
additional or remedial training of the participant, a remedial
curriculum may be selected for the participant based on the
participant's psychological profile, the additional information (of
step 110), and/or the testing results of the participant obtained
in the step 140. The delivery method for the remedial curriculum,
and the testing method upon completion of the remedial curriculum
may also be selected based on the participant's psychological
profile, the additional information (of step 110), and/or the
testing results of the participant obtained in the step 140. In
effect, the process 100 may be repeated with the additional
information of step 110 now including the test, results from the
step 140. In embodiments, the remedial training is performed so
that a different course from each topic is presented to the
participant. In other words, course repetition is avoided as long
as the inventory of courses under a particular topic has more than
a single course. A different set of tables such as the table 200 of
FIG. 2 may be stored for the purpose of selecting the remedial
curriculum.
[0074] It should be noted that delivery may be interleaved in time
with testing. In other words, a portion of the selected curriculum
(e.g., a single course or several courses) can be delivered to the
participant, and the participant can then be tested for knowledge
of the materials/topics of the courses; additional course or
courses can be delivered next, again followed by corresponding
testing, and so on. Analogously, the analyzing steps 115, 120, and
125 (or any two of them) may be combined, so that the psychological
profile is processed/analyzed once to select the driver education
curriculum, the method(s) of delivering the curriculum, and the
methods of testing the participant. More generally, although the
process steps and decisions are described serially, certain steps
and decisions may be performed by separate elements in conjunction
or in parallel, asynchronously or synchronously, in a pipelined
manner, or otherwise. There is no particular requirement that the
steps and decisions be performed in the same order in which this
description lists them, except where a specific order is inherently
required, explicitly indicated, or is otherwise made clear from the
context. Furthermore, not every illustrated step and decision block
may be required in every embodiment, while some steps and decision
blocks that have not been specifically illustrated, may be
desirable or necessary in some embodiments. It should be noted,
however, that a particular embodiment uses the specific steps and
decision blocks that appear in the Figure(s) in the particular
order shown in the Figure(s).
[0075] FIG. 3 illustrates in a simplified block diagram manner a
computer-based system 300 configured in accordance with selected
aspects described in this document. As shown in FIG. 3, the system
300 is coupled to a participants' computers 380 via a communication
network 390. FIG. 3 does not show many hardware and software
modules of the system 300, and omits several physical and logical
connections. The system 300 can be implemented as a special purpose
data processor, a general-purpose computer, a computer system, or a
group of networked computers or computer systems configured to
perform the steps of the driver education methods described in this
document. In some embodiments, the system 300 is built on a
personal computer platform, such as a Wintel PC or a Mac computer.
The personal computer may be a desktop or a notebook computer.
[0076] The system 300 includes a processor 310, read only memory
(ROM) module 320, random access memory (RAM) module 330, network
interface 340, a mass storage device 350, and a database 360. These
components are coupled together by a bus 315. In the illustrated
embodiment, the processor 310 is a microprocessor, and the mass
storage device 350 is a magnetic disk drive. The mass storage
device 350 and each of the memory modules 320 and 330 are connected
to the processor 310 to allow the processor 310 to write data into
and read data from these storage and memory devices. The network
interface 340 couples the processor 310 to the network 390, for
example, the Internet. The nature of the network 390 and of the
devices that may be interposed between the system 300 and the
network 390 determine the kind of network interface 340 used in the
system 300. In some embodiments, for example, the network interface
340 is an Ethernet interface that connects the system 300 to a
local area network, which, in turn, connects to the Internet.
[0077] The database 360 is used for organizing and storing data
that may be needed or desired in performing the method steps
described in this document. The database 360 may be a physically
separate system coupled to the processor 310, as illustrated in
FIG. 3. In one alternative embodiment, the processor 310 and the
mass storage device 350 are configured to perform the functions of
the database 360.
[0078] The processor 310 reads and executes program code
instructions stored in the ROM module 320. Under control of the
program code, the processor 310 configures the system 300 to
perform the steps of the methods described in this document. In
addition to the ROM module 320, the program code instructions may
be embodied in machine-readable storage media, such as hard drives,
floppy diskettes, CD-ROMs, DVDs, flash memories, battery-backed
memories, and similar devices. The program code can also be
transmitted over a transmission medium, for example, over
electrical wiring or cabling, through optical fiber, wirelessly, or
by any other form of physical transmission. The transmission can
take place over a dedicated link between telecommunication devices,
or through a wide- or local-area network, such as the Internet, an
intranet, extranet, or any other kind of public or private network.
In one embodiment, the program code is downloaded to the system 300
through the network interface 340.
[0079] In embodiments, there is no need for a networked system. For
example, a computer system such as a participant's computer 380 may
perform all steps of a method according to selected aspects
described herein.
[0080] This document describes the inventive processes and systems
for providing driver training program in considerable detail. This
was done for illustration purposes only. Neither the specific
embodiments of the invention as a whole, nor those of its features
limit the general principles underlying the invention. The specific
features described herein may be used in some embodiments, but not
in others, without departure from the spirit and scope of the
invention as set forth. Many additional modifications are intended
in the foregoing disclosure, and it will be appreciated by those of
ordinary skill in the art that in some instances some features of
the invention will be employed in the absence of a corresponding
use of other features. The illustrative examples therefore do not
define the metes and bounds of the invention and the legal
protection afforded the invention, which function is carried out by
the claims and their equivalents.
* * * * *
References